TEACHERS' PREPAREDNESS AND TECHNOLOGY ADOPTION IN THE INTEGRATION OF DIGITAL PEDAGOGY IN EARLY CHILDHOOD EDUCATION IN OYO TOWNSHIP, OYO, NIGERIA

Abstract

This study analyses the preparedness, attitudes and technological self-efficacy of the early childhood educators of the combined LGAs of Oyo township (Atiba, Oyo East, Oyo West and Afijio) on the integration of vocational technology tools into the early childhood educators' curriculum, which are, namely, digital storytelling, virtual manipulatives games, coding toys and multimedia vocational simulations. A convergent parallel mixed-methods approach was applied and included 180 Early Childhood Education teachers from both public and private nursery/primary schools in the four LGAs. Data were gathered quantitatively through an adapted Technological Pedagogical Content Knowledge (TPACK) scale and a Vocational Technology Integration Self-Efficacy (VTISE) questionnaire. Focus group discussion (FGD) and classroom observation were used as data-gathering instruments in collecting qualitative data. Preliminary results show that 62% of the teachers have positive attitudes towards the use of technology in education, but only 28% have moderate TPACK skills in vocational ECE. The major barriers identified were infrastructure deficits (unreliable electricity and limited internet connectivity) and inadequate pre-service training. The technology integration score was significantly higher for the teachers in private schools compared to their public-school counterparts (p < 0.05). The study suggests a professional development model that is adapted for the context, the Oyo Township ECE-Vocational Technology Model, focusing on low-bandwidth digital tools, community-based teacher learning circles and policy advocacy for equitable resource distribution. The results add to the debate about technology and teacher education in vocational education in the developing world.